Existing research has suggested that multilingualism is an asset in many regards (e.g., cognitively, socially, culturally), yet many U.S. schools have created linguistically exclusive environments for multilingual learners (MLLs) by prioritizing/centering English language instruction and perpetuating deficit views of multilingualism for students…

In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a…

Family separation policies' impacts on children's education are one of the critical issues of our time. In this article, I draw on ethnographic data collected over two years in one Northeastern town in the United States. More than fifty im/migrant children were observed inside kindergarten, first and second grade classrooms. For this article, I…

This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed…

In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers' perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional…

In this article, the author focuses specifically on how what she calls non-specialist teachers (i.e., those who are neither bilingual nor ESL teachers) can benefit from the practices of bilingual and ESL teachers, and how teacher educators can incorporate this knowledge in their curriculum and pedagogy. To do so, she uses examples from research…

This article focuses on the importance of recognizing and appreciating the ways that a teacher integrates her personal and professional life with an English-only policy. Much can be learned from the ways in which she negotiates social forces and integrates them into her individual reality while making sense of the restrictive language policy.…

While the overall student population in Massachusetts has dropped slightly in the last 10 years, the number of English language learners (ELLs) has increased by more than 50 percent. In April 2012, the Massachusetts Department of Elementary and Secondary Education (MA DESE) contracted with researchers at Education Development Center, Inc. (EDC),…

This article reports on a teacher education program's preparation of bilingual paraeducators during a period of conflicting educational reform of structured English immersion in Massachusetts. Drawing on nexus analysis of discourses (R. Scollon & S. W. Scollon, 2004), we discuss factors faced by Latino educators. These include competing…

This report presents the evaluation of the Chelsea Bilingual-Bicultural Program for the 1973-1974 academic year, a project funded by Title VII of the 1965 Elementary Secondary Education Act, as amended, and also by the city. Program staff included the following: program director, materials specialist, community worker, English as a Second Language…

Describes a program to recruit and train foster parents in a Hispanic community. Two child welfare agencies collaborate in running the program and use a bilingual staff. (CM)

Bilingual education and Mark's Meadow Laboratory School involves the use of adult tutors who work with non-English-speaking children within one of two international classrooms. The tutors serve not only as teachers but as psychological supports for children undergoing both linguistic and cultural adjustment. (GC)

This manual is said to be intended to bring together under one cover the fundamental documents relating to the landmark legislation, the Transitional Bilingual Education Act. A general synopsis of Chapter 71A of the Act includes what a program in transitional bilingual education consists of, who has the right to it, and what the obligations of the…

The Bilingual/Bicultural Education Professions Program conducted a needs assessment designed to find out the situation teachers in the Holyoke Public Schools face in their classrooms and what needs they have, in order to improve preservice teacher education. The tools used to determine teacher needs were a demographic questionnaire, an explicit…